Tuesday, August 12, 2008

NEW BOOK ON SUPERVISORY PLANNING

SUPERVISORY PLANNING






NATHANIEL M. CASCULAN
THE CALL CENTER SUPERVISOR

Contact center supervisors within companies make or break projects, initiatives and morale—they are the key to running a successful contact center. Yet they are also one of the most overlooked and underdeveloped resources in many contact centers. Developing and supporting supervisors is one of the most effective and fastest ways to improve contact center performance.

Who has the toughest job in a contact center? Consider the front-line supervisor: cheerleader, product expert, problem solver, systems troubleshooter, coach and motivator, trainer, amateur psychologist, friend and disciplinarian. Leading teams of 12 or more agents, these supervisors perform a key managerial role, with responsibility for meeting quality, productivity, customer satisfaction and sales targets as well as coaching and training employees. Ideally, supervisors should focus most of their attention on their teams. However, in the real world, this often is not the case. Rather than spending time with their people, supervisors are often found updating spreadsheets, generating reports and creating paperwork for management— almost anything, in fact, other than spending time with their agents and their customers. Some contact center supervisors even view their managerial role as an opportunity to stop dealing with customers. How did this situation arise?

Often, supervisor performance falls short because the company simply promotes its best-performing agents, without screening for the qualities necessary to become an effective leader. Because companies often rely on informal, ad hoc training at this level, contact center supervisors typically get little opportunity to build these skills. Over time, their role tends to expand into a "catch-all" job, leaving them unclear about their true responsibilities and how they will be measured. Lacking a focused role and clear performance objectives, supervisors also lack a clear sense of what kind of behavior to encourage in their agents. Some even fail to realize that they will be judged by their team's efforts, actually rating their own performance higher than that of their team. Those who do try to influence performance frequently focus on a single metric, such as reducing call handling times, to the exclusion of all others.

Make supervisors a catalyst for workplace change

The best-performing contact centers use a formal coaching process by which supervisors can create rapid change in performance on the contact-center floor. Instead of just talking about performance goals, supervisors should be working closely with their staff to create the behaviors that support business performance.

Optimizing supervisor performance has a profound effect on many key performance measures: the time to proficiency for new hires, average call handling time, first call resolution, errors and rework, customer retention and cross-selling and up-selling. In fact, optimizing supervisor performance might be the most effective step you take to improve overall contact center performance, delivering immediate dividends in quality, productivity and customer satisfaction. It also is a popular move: agents like it, because they get more attention and feel they have a voice in the organization. Supervisors like it because their roles are better defined and more focused. Best of all customers like it—because they get better service. Finally, supervisors are often simply overworked, with responsibility for too many agents to make a significant impact on any of them.

Recommendations

1. Find out what supervisors really do all day. Straightforward diagnostic tools are available today that help determine where supervisors are spending their time and which of these tasks are adding value which only the supervisor can add.

2. Eliminate non-value-added tasks. Interviewing new recruits and scheduling overtime are important tasks, but they can also be performed by other functions. Likewise, specialists can handle escalated customer calls, faxing and filing, as well as report generation and other statistical tasks. In fact, leading practice recommends eliminating most if not all such functions that will keep contact center supervisors from managing their people and their key performance indicators.

3. Turn supervisors into people managers. An effective front-line supervisor is first and foremost a people manager who should be given the coaching and support needed to grow into this role. In turn, supervisors must take responsibility for recognizing and motivating their agents through positive reinforcement. Supervisors should spend at least 70 percent of their time with their agents: listening in on phone calls, setting individual targets, conducting one-on-one coaching sessions and holding regular team briefings to communicate critical information and solicit feedback.

4. Clarify and focus the supervisor's role. The job that supervisors perform and the metrics used to measure their performance both tend to expand and become diffused over time. A balanced performance scorecard is a more effective way to measure supervisor performance—it recognizes their key role in developing and managing agents, and keeps supervisor and agent performance aligned.
RESPONSIBILITIES OF A SUPERVISOR
• Responsible for providing leadership and direction on improving customer satisfaction, institution satisfaction, and associate satisfaction while maintaining and/or improving budgeted productivity and quality standards. The Supervisor will coach, develop and lead a team of associate ensuring all associates objectives are met and adherence to company/department policies and procedures.
• Recruit and hire a high performance call center team.
• Work proactively with associates to ensure performance standards and policies are consistently met throughout the organization.
• Coach direct staff, providing professional development opportunities through work assignments, special projects, further education and feedback.
• Maximize employee satisfaction through leveraged use of incentives, recognition, clearly defined roles and reasonable expectations
• Provide leadership examples within team, fostering strong morale, positive team interactions, fairness, and open communication. Embrace change, make sound decisions, value diversity, and effectively manage disagreements.
• Manage employee performance issues, including corrective action and performance reviews.
• Monitor trends and provide feedback to CSR’s for all key performance indicators (weekly, bi-weekly and one on one sessions)
The Role of the Supervisor in Employee Development
The supervisor has several roles to play, but providing information and support to facilitate the employee's development is what is most important.
There are a few basic roles for a supervisor in developing employees. They include:
• Coaching employees to help them determine what they need for development
• Providing both positive and corrective feedback
• Offering organizational insight, information, and advice
• Guiding the planning through goal setting and checking back over time
• Alloting time and money for development experiences
• Ensuring opportunities for applications of new learning
It is very helpful for an employee to get an honest assessment of their work, as well as access to others who may be able to provide information or coach the employee.
The successful supervisor will also respect every employee's learning curve. It takes time for anyone to learn new skills and be able to apply them well; this does not happen overnight. Building this development time into the application of a new skill set will make the employee more successful.
Supervising is like parenting. These are two of the most important jobs any one can do, but few people are adequately prepared or trained to do them. Most people learn by trial and error with varying degrees of success. But both jobs are far too important to be left to chance and the good news is that you can learn with some help and guidance how to be successful in them.
Supervisor’s Role
In one sentence, write down what you think your main role as a supervisor is. A role is a main activity or two that you are charged with undertaking.
The answers could be:
• Provide leadership and collaborative direction to my staff;
• To be a team leader
• To ensure my staff have the human and physical resources to undertake their work in an efficient manner
Supervisor's Responsibilities
What are your main supervisory responsibilities in your present job? List them on a separate piece of paper (you should have 8 to 12). It is sometimes easier to think of these under two main headings: (a) job related and (b) people related. Once you have a list, then, rank them in order of importance. When you have completed this activity, look at the examples.
JOB RELATED
• Cost Control • Plans
• Equipment • Procedures
• Goals • Productivity
• Materials • Quality
• Standards • Training
PEOPLE RELATED
• Coaching • Leadership
• Communicating • Managing yourself
• Delegating • Motivating
• Disciplining • Supervising others
Current Obstacles & Challenges.
What obstacles do you personally face now that makes it difficult for you to fulfill some of these responsibilities? They may stem (1) from you, (2) from your unit or (3) the organization as a whole. List them and then rank them in order of importance:
New Ways of Supervising
Over the years, the role of a supervisor has changed significantly from being a top down, autocratic order-giver to a team leader, coach and motivator.
• from ordering to asking; and consulting.
• from telling to listening and asking questions.
• from policing to coaching.
• from each person for himself to teamwork.
• from fear to mutual respect.
This change has come about, not because people are becoming “soft-hearted,” but because it is now very clear that people are more productive if they are happy, motivated and upbeat. This takes place in an employee-friendly environment. The change is one of enlightened self-interest on the part of managers who decide what training is appropriate for their supervisors. They know that happy employees are productive employees.
Guidelines for Supervisory Behavior
Without having a clear idea of what is acceptable behavior for a supervisory, you are likely to model your behavior after some role model in your life: a parent, a teacher, a boss. This could be good; but it could be disastrous if any of these people is dictatorial and demanding, or weak and indecisive.
A major benefit of this supervisory training is that it provides you with guidelines about what is acceptable supervisory behavior, and what is not. It also provides you with the skills to bring about this behavioral change. Once you know this, you will be more confident in what you do, as you won’t be wondering whether you are taking the right action. Also, if you train with other people, you will all learn the same skill set and you will be able to help each other in the future when challenges arise.
Supervisor's Self-Assessment Survey
The Self-Assessment of Supervisory Knowledge, Skills and Attitudes survey below may look formidable but it effectively outlines the areas that you need to eventually master in order to become an outstanding supervisor. Don’t be dismayed, you don’t have to master all these areas in a month or two. It will take time and you will need to systematically work away at one or two areas at a time.
Most supervisors get promoted because they are “good on the job.” They are hard working, productive. Hopefully, they are also loyal to the company and a good team player. While this is a good start to being a good supervisor, there are other skills they need to develop in terms of leadership: how to inspire, motivate, coach, delegate, discipline, plan, team-build etc.
Self-Assessment Survey Directions
Read through the list below without marking it up, then the second time around, put a YES, NO or MAYBE to record what you think your skill or knowledge level is. This will give you a good idea where your strengths and weaknesses are
SUPERVISOR’S SELF-ASSESSMENT SURVEY
Leadership
I have a clear understanding of the Company’s goals and objectives.
I understand how my role fits into the goals of the Company.
I have a clear vision of the objectives of my area.
I communicate the Company and area goals to the people under my supervision (my team) on a regular basis.
I give frequent feedback to the people in my team to encourage their development and the achievement of their goals and objectives.
I recognize and celebrate the successes of those in my team.
I feel that the people in the Company are our most important assets.
I believe that I treat others as I would like to be treated myself.
I consciously work at setting an example of effective leadership.
I am actively working on developing a positive self-image.
My own enthusiasm is increasing the desire of my team to do better.
Goal-setting
I have a written annual plan and personal performance goals which have been agreed upon by me and the person to whom I report.
I work with my team regularly to help them set SMART goals that support their workplace development.
I break down my annual goals into shorter-term goals.
I review the progress of my goals regularly.
I have a method for measuring and keeping track of my goal achievement.
I ensure that the members of my team know on a regular basis the status of the Company’s goal achievement.
My goals for myself as a Supervisor and for my team tie into the Company’s goals.
I set goals that stretch and challenge me.
I achieve a high proportion of the goals I set.
I enjoy challenges, and see them as opportunities for growth.
Personal Productivity
I clearly understand my priorities.
I spend only a small portion of my time in crisis management.
I delegate work to others in an effective manner.
My area of responsibility runs smoothly when I am not there.
I accept personal responsibility when I make a mistake.
I ensure that meetings I run have a clear agenda and start and finish on time.
I plan my work in advance and work the plan.
I rarely procrastinate or leave things to the last minute.
I keep others informed, in advance, when I cannot meet their deadlines.

Motivating Others
I give feedback on a timely basis.
I know the people on my team well enough to understand what is important to them.
I believe in the abilities of people on my team and communicate my confidence in them.
I provide (or am instrumental in obtaining) training for the people on my team that they need to develop the skills necessary to do their job well.
I ensure clear goals and expectations are set with those people who report to me.
Morale in my department (team) is high.
I always share credit for success.
I ensure that people on my team are clear about what their responsibilities are.
I ask questions and encourage people to find out answers to their concerns.
I listen to the ideas of others.
I am flexible in how things get done, providing the results are satisfactory.
When things go wrong, I question what I could have done differently. I share responsibility.
Coaching for Success
I coach my people to help them achieve success in what they do.
I provide one-on-one sessions with each person who reports to me.
I ensure that during coaching sessions the other person(s) talk more than I do.
I really listen to understand the concerns of others.
I help others to be self-aware of the areas in which they deed to improve or develop.
I support the goals set by individuals on my team.
I help members of my team to be accountable for their goals and performance.
I deal openly, constructively and promptly with any negative performance issues.
I encourage and ask for feedback on my own performance from my team.
Communications and Building Relationships
I listen to understand the other person’s perspective before I give mine.
I always wait until others have finished talking before I speak; I don’t interrupt.
I spend time planning important communications, written or oral.
I develop strong business relationships with the people on my team as well as with suppliers and customers.
When people bring to my attention my own negative performance issues, I respond in a non-defensive manner.
I speak calmly to people, not raising my voice, regardless of the issue at hand.
If I have an issue with someone, I always deal directly with them, I do not talk behind their back.
I observe others’ non-verbal communication to assess how they are really feeling.
I maintain an open mind in most discussions.
I seek and consider other people’s opinions.
Dealing with Performance Issues
I deal with performance issues on a timely basis.
I allow others to explain their viewpoint before coming to a conclusion.
I see dealing with negative issues as an opportunity to train and develop people.
I make sure that clear expectations are set and agreed upon with the individual after a performance issue discussion.
I am willing to accept that my perception of an issue may not always be right.
I avoid argument, accusation and sarcasm.
I encourage others on my team to be open about their mistakes so that we can make corrections and learn.
Team Building and Synergy
I see my position as Foreman as being a team leader and that those I supervise are all members of my team.
I ensure that my team and it's members have clear goals and expectations.
I am willing to delegate responsibility to team members.
I give regular feedback to the members of my team; not just about negative issues but I also regularly tell members of my team when them have performed well.
Others see me as a team player.
I follow through on commitments I make to team members.
The results of team efforts are shared with members of the team (e.g. I do not take all the credit for my team’s successes).
I actively promote team spirit and positive interpersonal relationships amongst the members of my team.
As team leader, I move promptly to discourage behavior by individual(s) in my team when such behavior has a negative impact on team-building (e.g. “turf wars,” “inner circles,” “behind-back gossip” etc.
Managing Stress
I am aware of what causes me stress on the job and I manage those situations.
I notice when team members are under stress and help them to deal with the situation.
I discuss my concerns and problems with the person to whom I report.
I do not take my work problems home, nor do I bring my home problems to work.
I use small amounts of stress as a motivator.
I enjoy most of the work I do.
I strive to maintain a good balance between my workplace life and my home life.
I eat a balanced diet.
I exercise regularly.
Enhancing Future Results
I am continually upgrading my skills.
I am aware of areas I need to improve.
I ask advice from people with more experience.
I admit when I do not know something.
I invest time in training or coaching others.
I spend time weekly to study or read.
I ask others regularly how they think I could improve.
Team Basics
1. Types of Teams
We find all kinds of teams in society, and they generally fall into one of two primary groups: permanent teams and temporary teams. Here are some of the common types:
A. Task Force - a temporary team assembled to investigate a specific issue or problem.
B. Problem Solving Team - a temporary team assembled to solve a specific problem.
C. Product Design Team - a temporary team assembled to design a new product or service.
D. Committee - a temporary or permanent group of people assembled to act upon some matter.
E. Work Group - a permanent group of workers who receive direction from a designated leader.
F. Work Team (also called Self-Directed Work Team or Self-Managed Work Team) - an ongoing group of workers who share a common mission who collectively manage their own affairs within predetermined boundaries.
G. Quality Circle (today also under various other names) - a group of workers from the same functional area who meet regularly to uncover and solve work-related problems and seek work improvement opportunities.
The name of the group or team type is less important than the purpose for which it exists. These names simply give us a common language to help us define team types.
2. Stages of Group Development
Groups have been studied for years, and it has been discovered that new ones go through various stages as they develop toward highly functioning teams. Some groups move easily through these stages, but others may get seriously stuck, unable to move forward.
The Stages of Group Development
A. Orientation (Forming)
B. Dissatisfaction (Storming)
C. Resolution (Norming)
D. Production (Performing)
E. Termination (in the case of temporary groups)

Understanding these stages is a good point to begin our journey in understanding team problems. Below is a view of each stage group development
A. Orientation (Forming) –
This is simply the bringing together of a group of individuals. At this stage, members are:
• moderately eager
• have generally positive expectations
• have some anxiety about why they are there and what it all means
• have some anxiety about other members such as who they are and what they are like
During orientation, the work output is generally low as members are focused on defining the goals and task, how to approach it, and what skills are needed. The length of this stage will depend on how clearly the task is defined. Groups with simple tasks will move through orientation quickly, but groups with complex goals and tasks may spend much longer in this stage.

This is an important stage because it serves to clarify the team's mission and bond team members. Teams that pay attention to building the relationships as well as focusing on the task tend to do better than those that skip over relationship building. Teams, after all, are made up of people who must work cooperatively for a successful outcome.
B. Dissatisfaction (Storming)

This stage is characterized by:
• argument
• conflict
• a dip in morale
It results from differences between initial expectations and the reality of the situation as perceived by the members. Members may have varying opinions of what the group was to do and how to accomplish it. Members are also beginning to confront the differences in their personalities and values, a condition that is present anytime strangers meet. Members may feel anger or frustration with the task or with other members or may even resent the presence of formal leadership.

Generally, the dissatisfaction stage is relatively short. Some groups, however, may become stuck in this stage and continue to be both demoralized and relatively unproductive. In the worst cases, some groups never emerge from this stage and, if possible, disband in frustration.
C. Resolution (Norming)
This stage in the group's development involves the:
• resolving of issues
• setting up group processes
• setting of group policies, procedures, and values
• increasing production

Members are now resolving differences and clarifying the mission and roles. Members are less dissatisfied as in the previous stage because they are now learning more about each other and how they will work together. They are making progress toward their goals. They are developing tools to help them work better together such as a problem solving process, a code of conduct, a set of team values, and measurement indicators.

Member attitudes are characterized by decreasing animosities toward other members; feelings of cohesion, mutual respect, harmony, and trust; and a feeling of pleasure in accomplishing tasks. The work is characterized by slowly increasing production as skills develop. The group is developing into a team.
D. Production (Performing)
The team is accomplishing work effectively. Production is high and the climate is positive. Member attitudes are characterized by positive feelings and eagerness to be part of the team. Members are confident about the outcome, enjoy open communication, exhibit high energy, and disagreement is welcome and handled without emotional conflict.

Although work is being accomplished through all the stages, this stage reflects the work being accomplished most effectively.
E. Termination
In the case of temporary teams such as task forces, design teams, and problem solving teams, a fifth stage reflects the ending of the process.
Depending on the team's success in accomplishing its task and how strongly the members have bonded, this stage may reflect either a sense of loss or relief. When a team ends, time should be spent addressing how it should be done to properly recognize the team's accomplishments.

Conclusion
As you ponder the problems your team may be experiencing, consider what stage of development the team may be in. It may help you in working toward a solution
3. Tasks and Team Building
Almost all team activity falls under two main topics: task accomplishment and team building. Task accomplishment is any activity that accomplishes work and moves the team toward its mission. Team building is any activity that builds and strengthens the team as a team. The experts agree that teams that focus on both sets of activities tend to be stronger and more successful over time.
Task Accomplishment
Team Building

A. Team Mission & Vision
A. Team Values

B. Team Operating Processes
B. Team Operating Principles

C. Team Task Roles
C. Team Building Roles

4. Team Motivation
Team motivation is, perhaps, one of the most critical elements of team operation. It is also one of the least practiced, because traditional business management has not valued its contribution. This incredible oversight, however, is being rectified rapidly as businesses recognize its importance in driving performance in an ever-increasing competitive environment.

The Self-Directed Work Team

The Role of the Supervisor
There has been much confusion about the role of the supervisor during and after a work group's transition to a SDWT, and this confusion has led to fear, resentment, and resistance on the part of middle management. The supervisor's role changes from giving day-to-day instructions to team members to playing a larger role in strategic planning and coordination. However, this larger role is seldom communicated properly, leaving supervisors confused and fearful about job loss.

The supervisor's role during transition is to help the team learn new skills and become self-sufficient. The supervisor, then, takes on more oversight and coordination responsibility. In some cases, the supervisor's position may change entirely
The Expanded Role of the Supervisor
Teach and transfer skills to the new SDWT, help create independence
Coordinate between groups and departments
Perform long-range strategic planning for the team
Coach team members for high performance
Identify new training that may be needed
Investigate new work processes, technology, and equipment
Perform problem solving at the strategic level
Work closely with customers to improve product and service quality the team
5. The Team Facilitator
A team facilitator is a person, usually outside of the team, who assists with team processes and development. Ingrid Bens describes team facilitation as a way of providing leadership without taking the reins, a way of getting others to assume responsibility and take the lead. The team facilitator contributes structure and process to group interactions so that it can function effectively and make high-quality decisions.
The facilitator
 Coaches the team leader and team members
 Assists the team with meeting management
 Assists with the problem solving process !
 Assists with team dynamics such as conflict resolution and decision-making.
Some organizations have formalized the role of full-time facilitator, whereas others have developed facilitation skills as part of one's other formal duties. For example, a person's full-time responsibility and formal position within the company may be an engineer, but this person may be called upon to facilitate a team when the need arises. The value of developing one's facilitation skills is that they are useful in any group or meeting situation.

Caution: The facilitator walks a fine line between helping the team and taking over. First and foremost in the facilitator's mind should be how to develop the team so that it can some day become independent of outside facilitation help

6. The Team Meeting
Team Meeting Management
Team meetings keep members informed and provide a forum for problem solving, decision-making, and innovation. Meetings, when productive, are also one of the primary ways to develop team member relationships, enthusiasm, and spirit.
Ten Key Points for Successful Meetings:
1. Ask yourself, "Is this meeting really necessary?"
2. Have a goal for the meeting. What do you want to accomplish?
3. Have an agenda with clearly stated items and the amount of time to be allotted each one. Send out the agenda at least one day ahead of the meeting.
4. Limit attendance and appoint a leader.
5. Stay focused on the agenda. If a new topic is introduced, add it to the list of future agenda items or negotiate with the group if it should be discussed now. Have a clock in the room.
6. Strive to get everyone involved in the discussion, avoid domination by one or two members.
7. Foster rigorous debate and brainstorming, while respecting each other's opinions.
8. Use visual aids. Have a flip chart and use it.
9. Keep minutes of the key points raised and actions to be taken, then, follow up.
10. Do a two-minute evaluation of the meeting. Ask everyone what went well… what could be improved.
7. Team Creativity
One of the reasons teams have grown dramatically in the workplace is because of the synergy, or collaborative energy, that is created by tapping into the collective wisdom of team members.
Group brainstorming sessions generate highly creative ideas for improving work processes and solving problems. These sessions should be performed regularly to continually improve and strengthen team functioning.
8. Continuous Improvement
One of the primary ways teams add value is through continuous improvement. Continuous Improvement is simply finding ways to make work easier and more enjoyable. For instance, if a procurement team moves a file cabinet closer to their desks and thus reduces walking distance (and time), then the team has implemented a continuous improvement idea that improves productivity.
Team continuous improvement ideas are typically generated during creativity sessions or problem solving sessions through the use of formal brainstorming.!
9. Team Tools
Teams use a variety of tools and processes to carry out their work. The following are some common, but effective tools that should be mastered by team members.

A. Brainstorming
B. Prioritizing a List of Ideas
C. Problem Solving Model
Brainstorming is a powerful way to tap into the collective knowledge of a group of people. Group members feed off of each others' thoughts to develop ideas that, in numbers and quality, far exceed those of any individual team member.
The Rules For Brainstorming Are:
1. Write the topic to be brainstormed at the top of a flip chart page.
2. Start with one team member and, in turn, have all team members contribute an idea.
3. One idea per team member per turn.
4. Write down ALL ideas on the flip chart page, and when full, hang on the wall and continue.
5. If a team member has no idea when their turn comes, have them say "PASS," and continue.
6. There is no discussion or criticism of ideas - the point is to develop as many ideas as possible.
7. When everyone passes in succession, the brainstorming is complete.
Prioritizing a List of Ideas - Teams in the workplace today have little time for in-depth analyses of issues, so they look for ways to streamline their work. Lists of ideas that are generated during brainstorming sessions often result in long lists containing 100 or more ideas. So how does a team prioritize such a list quickly?
Quick Tip - Use Sticky Dots
One answer is to use colored sticky dots (Avery Color Coding Labels). Depending on the size of the brainstorm list, give team members a strip of 4, 5, 6, 7 or more dots and have them attach the dots to specific topics that have been written on flip chart paper and taped to a wall. The dots will tend to cluster around the most appropriate topics. By counting the dots on each idea, the team will have its prioritized list.
Problem Solving Model - Teams frequently encounter problems. Many problems can be solved quickly, but sometimes the problem is more complex, requiring a more methodical approach. The quality management movement over the last 20 years has demonstrated the necessity of teaching team members a Problem Solving Model. Such a model gives all team members a common base from which to begin their problem solving activities.

Problem Solving Models may have any number of steps, but a typical model frequently includes the following:
1. Define the Problem
2. Gather Information and Data About the Problem
3. Analyze the Problem
4. Develop Solutions
5. Implement the Solutions
6. Monitor and Measure the Results
7. Adjust as Necessary
HOW TO IMPROVE CONTACT CENTER SUPERVISOR PERFORMANCE
What does it take to improve contact center supervisor performance? Our experience indicates that while every contact center operation has specific challenges to address, most operations have similar areas in need of attention.
 Offer competitive salaries.
 Define a specific career path for supervisors.
 Develop a curriculum for supervisor training.
 Remember to train the trainer.
 Create a performance blueprint.
 Implement support systems for the supervisor.
 Define supervisor performance targets.
 Establish a quality assurance process.
Improving supervisor performance can have a profound effect on many key metrics, such as time-to-proficiency for new hires, average call handling time, first call resolution, customer retention, cross-selling and up-selling.
However, producing a lasting impact on performance will not be a matter of making a few quick fixes. It will require vision, focus and a commitment to drive change until target goals are reached. But we believe the results will justify the effort: imagine a workforce that enabled and motivated to work at the level expected, and imagine your business and customers reaping the rewards.
Focus on Supervisors to Lift Contact Center Performance
Contact center supervisors within communications and high-tech companies make or break projects, initiatives and morale—they are the key to running a successful contact center. Yet they are also one of the most overlooked and under developed resources in many contact centers. Developing and supporting supervisors is one of the most effective and fastest ways to improve communications and high-tech contact center performance.
Who has the toughest job in a contact center?
Consider the front-line supervisor: cheerleader, product expert, problem solver, systems troubleshooter, coach and motivator, trainer, amateur psychologist, friend and disciplinarian.
Leading teams of 12 or more agents, these supervisors perform a key managerial role, with responsibility for meeting quality, productivity, customer satisfaction and sales targets as well as coaching and training employees.
Ideally, supervisors should focus most of their attention on their teams. However, in the real world, this often is not the case. Rather than spending time with their people, supervisors are often found updating spreadsheets, generating reports and creating paperwork for management—almost anything, in fact, other than spending time with their agents and their customers. Some contact center supervisors even view their managerial role as an opportunity to stop dealing with customers.
How did this situation arise?
Often, supervisor performance falls short because the company simply promotes its best-performing agents without screening for the qualities necessary to become an effective leader. Because companies often rely on informal, ad hoc training at this level, contact center supervisors typically get little opportunity to build these skills. Overtime, their role tends to expand into a "catch-all" job, leaving them unclear about their true responsibilities and how they will be measured.

Lacking a focused role and clear performance objectives, supervisors also lack a clear sense of what kind of behavior to encourage in their agents. Some even fail to realize that they will be judged by their team's efforts, actually rating their own performance higher than that of their team. Those who do try to influence performance frequently focus on a single metric, such as reducing call handling times, to the exclusion of all others.
Finally, supervisors are often simply overworked, with responsibility for too many agents to make a significant impact on any of them.
Recommendations
1. Find out what supervisors really do all day. Straightforward diagnostic tools are available today that help determine where supervisors are spending their time and which of these tasks are adding value that only the supervisor can add.
2. Eliminate non-value-added tasks. Interviewing new recruits and scheduling overtime are important tasks, but they can also be performed by other staff. Likewise, specialists can handle escalated customer calls, faxing and filing, as well as report generation and other statistical tasks. In fact, leading practice recommends eliminating most if not all such functions that will keep contact center supervisors from managing their people and their key performance indicators.
3. Turn supervisors into people managers. An effective front-line supervisor is first and foremost a people manager who should be given the coaching and support needed to grow into this role. In turn, supervisors must take responsibility for recognizing and motivating their agents through positive reinforcement. Supervisors should spend at least 70 percent of their time with their agents: listening in on phone calls, setting individual targets, conducting one-to-one coaching sessions and holding regular team briefings to communicate critical information and solicit feedback.
4. Clarify and focus the supervisor's role. The job that supervisors perform and the metrics used to measure their performance both tend to expand and become diffused over time. A balanced performance scorecard is a more effective way to measure supervisor performance—it recognizes their key role in developing and managing agents, and keeps supervisor and agent performance aligned.
Make supervisors a catalyst for workplace change. The best-performing contact centers use a formal coaching process by which supervisors can create rapid change in performance on the contact-center floor. Instead of just talking about performance goals, supervisors should be working closely with their staff to create the behaviors that support business performance.
Task Accomplishment - Team Mission and Vision
The driving force behind every team is a clear mission and vision. A mission is the task at hand…what the team does…its purpose for existing. A vision is a mental image of a possible and desirable future state for the team that is better than what now exists.

The best teams have members who share a common understanding of the mission and vision, and have great clarity of how their mission and vision support those of the larger organization. Teams that perform poorly are frequently found to lack this common understanding.
Task Accomplishment - Team Operating Processes
To accomplish tasks effectively and efficiently, good teams develop operating processes. These are agreed-upon ways, such as sequential steps, to perform work, communicate, meet, arrive at decisions, problem-solve, resolve differences, apportion work, schedule activities, and more. For clarity, and to aid understanding, a team operating process is usually written or displayed.
One example of a team operating process might be a step-by-step method for solving problems.
Task Accomplishment - 14 Team Task Roles

Team task roles are those roles that members assume, either consciously or unconsciously, that move the team forward in accomplishing its tasks and mission. These roles are of vital importance in good team functioning.

1. Initiator - suggests new ideas to the group
2. Information Seeker - seeks clarification of issues in terms of their factual adequacy
3. Opinion Seeker - seeks clarification of the values pertinent to the issue, rather than facts
4. Information Giver - offers facts or other "authoritative" information
5. Opinion Giver - offers beliefs or other value-based ideas

6. Elaborator - spells out suggestions in terms of examples or developed meanings
7. Summarizer - pulls together ideas, concepts, and group decisions to help the group identify where it is in its thinking
8. Coordinator-Integrator - clarifies and integrates relationships between various ideas, suggestions, and people
9. Orienter - defines the position of the group with respect to its goals
10. Disagreer - takes a different point of view, argues against, and implies error in fact or reasoning
11. Evaluator-Critic - subjects the accomplishment of the group to some set of standards. Questions the "practicality", the "logic", the "facts", or the "procedure".
12. Energizer - prods the group to action
13. Procedural Technician - performs routine task related to group functioning
14. Recorder - keeps a written record of the groups work

Team Building - Team Values
Our values are those beliefs that we possess that help us to make decisions such as right from wrong, good from bad, or normal from not normal. These values come into play each time we interact with others, and are the source of rich discussions or significant conflict.

Our values reflect our teachings from our family, friends, schools, mentors, and media. When we form teams, we must understand that each team member brings a unique value system to the table. These learned insights on life add important information to team discussions, but their differences are frequently the source of conflict. So understanding how values affect team member relationships is a critical piece of the team building puzzle.
Team Building - Team Operating Principles
As opposed to operating processes that deal with task accomplishment, team operating principles are standards of behavior that build and strengthen the team. Team members discuss how they will behave with each other, then, formalize their results in a set of standards or a Code of Conduct.

For example, one team's Code of Conduct included the following:
 Respect the opinions of others
 Allow equal participation in discussions
 Take responsibility for what is going on in the team, and take action when needed
Teams will inevitably experience difficulties and conflict, but having a basis for dealing with the interpersonal issues will help to protect the team and allow it to grow.
Team Building - The Six Team Building Roles
Team building roles are those carried out by members, either consciously or unconsciously, that tend to build the team's interpersonal relationships, cohesiveness, and spirit. They are vitally needed roles that play a large part in maintaining team performance over the long term. These roles include:

1. Encourager - praises other members' contributions to the team
2. Harmonizer - mediates differences between other members
3. Compromiser - offers a compromise during disagreement or conflict by yielding position or admitting error
4. Gatekeeper -regulates the flow of communication, particularly in meetings, by encouraging the participation of those less inclined to participate and quieting those who are overly talkative
5. Standard Setter - expresses standards for the team regarding its operation
6. Group Observer - observes
Selecting and Mentoring Call Center Supervisors
For call center executives, managing a scalable operation can be daunting. What types of technology should be purchased? Which leaders are best to guide the organization on a daily basis? Is there a support staff in place to ensure callers and clients are satisfied? The checklist seems endless as the timeframes seem to become shorter and shorter every day. Yet, one piece tends to be forgotten in the development of call center performance. This is the element that ensures results, keeps the agents happy, and orchestrates performance: the call center supervisor.
The call center supervisor is the middle of the sandwich, squeezed between telephone agents who want more attention and call center executives who desire more results. The supervisor is the communication tool which motivates the team and enforces disciplines. Without supervisors, every call center would fall apart. It would be chaos.
So, what makes a good supervisor? How can call center executives select and mentor supervisors so they will excel? Most importantly, how can senior management learn how to embrace, and not forget, its call center supervisors? Here are some tips.
Hire Supervisors Who Believe in Being Proactive: There are two types of supervisors in the call center. First, there are those who wait to be told what to do. They may be very talented, great coaches, and disciplined trainers, but they don’t have initiative to change the culture and get things done. Second, there are those call center supervisors that want, even need, to execute. If your call center is comprised of supervisors that want to execute and don’t wish to wait for the order, your team is in phenomenal shape. If however, your group needs constant direction to get things done, that is another story.
Find supervisors who want to be proactive. It means they care about their job. It also means they have a desire to move your call center to that next step. Imagine your team of call center supervisors as your assistant coaches. Every head coach needs assistant coaches that think ahead of the curve. That is what you should want, too.
Create a System That Supervisors Can Thrive In: So often, senior management expects the supervisor to take initiative and build systems. In many cases, this is fair, and some proactive supervisors can do that. However, the development of a system expands beyond the supervisor purview. The complete system in the call center includes divisions such as operations, training, human resources, quality assurance, and technology. The supervisor should work with these areas daily, but the supervisor is not responsible for developing these areas.
Remember, the system always wins. The best supervisor in a weak system will lose to the system no matter how qualified the supervisor may be. In turn, great systems can carry weak supervisors for certain periods of time. The bottom line is to create a system that compels supervisors to become successful. Give supervisors tools. Remember, if your call center turns over supervisors at an alarming rate, it may not be due to their lack of skill. It may be due to poor system quality. How much time has senior management dedicated to creating the package?
Custom Design a Management Training Program Based on Your Business: Don’t hire a supervisor and say, “Good luck.” Instead, put together a strategic management plan after the supervisor is hired so that the supervisor can continually strive for goals that will help your organization. Here are three samples:
 Put your supervisors through quality assurance, training, human resources, technology and peer departments in your company. Let them experience what those departments do and why and how they do it.
 Ask your supervisors to complete monthly assignments to better their skills sets. Have them attend outside workshops. Have them do competitor research. Have them “hit the telephone” and take calls.
 Find supervisors who know something about other industries and worlds. The call center supervisor should be inquisitive about how other organizations operate. Use their knowledge to build a terrific call center culture.
Search for Creativity: The call center supervisor is the marketing genius and the cheerleader as well as the disciplinarian. That is why call center supervision involves so much more than following the numbers. Call center supervision is a creative job. It involves instinct. If an advertising agency team promotes a story, a vision, a brand, and a message to their audience, shouldn’t the call center supervisor also promote a story, a vision, a brand, and a message to their audience? These messages are critical to driving performance and supervising well in the call center. The marketing element and the recognition of marketing and promotions is a prerequisite to great call center management.
The supervisor can create and advertise a marketing program to his or her audience of call center agents via channels such as posters, flip charts, reader boards, the Internet, and emails. Why just manage your agents when you can create a whole marketing program around managing, communicating, and teaching them? Being creative and thinking outside the proverbial box is a prerequisite.
Call center supervisors are your bread and butter. They may not get the limelight all of the time, but they deserve behind-the-scenes credit. They lead your agents and improve performance. They also are the communication medium that agents rely on. So, structure your call center supervisors, their skills, and their day. Teach them to motivate and lead; provide the requisite systems.
SUPERVISOR’S GUIDE
The purpose of this guide is to assist you, the supervisor, in understanding and implementing the important role you play in your team. Your employer is committed to assisting its employees whose personal problems may be affecting their job performance.
As a supervisor, you are in a key position to make a difference with employees demonstrating a decline in performance. You have the opportunity to motivate such employees to seek help for any personal problems.
Your employer is committed to providing the necessary services to assist employees in the identification and resolution of personal problems. The objective is to reduce problems in the work force and to retain valued employees.
It is recognized that problems of a personal nature, not directly associated with one's job, can have an adverse effect on an employee's job performance. It also is a fact that early identification and intervention results in less intensive treatment and lower medical costs, benefiting both the employee and the employer. Additionally, early identification of a problem results in fewer disruptions in the employee's work and personal life.
The presence of a personal problem is not justification for lowering performance standards; however, after an employee has sought help, it is realistic for a supervisor to consider allowing a reasonable transition period before performance is expected to return to an acceptable level.
If performance problems persist, the employee is subject to normal corrective procedures and disciplinary action.
Management has a genuine concern for improving employee performance through reducing personal problems that may affect employees on the job. All levels of management are therefore responsible assisting and resolving job performance problems
The Key to Your Role
Monitoring job performance is the key to your role as supervisor. Supervisors are responsible to see that work gets done and that employees are doing their jobs according to job standards.
You are in the unique position of knowing the job requirements for each position in your unit and of knowing, in a general way, present and past performance of each employee.
When there is deteriorating job performance, there may be something in the employee's personal life adversely affecting his or her performance. You should address what you know best: the job and the performance required to accomplish that job.
Early Warning Signs
When people are troubled or concerned, their behavior usually changes. Work patterns commonly alter and job performance may decline. Occasional incidents of poor job performance do not necessarily mean that there is a serious problem. One way to assess more serious problems is to know how often and how severe the employee's job impairment becomes.
The sooner a pattern is identified, the more quickly an employee's well-being and capabilities can be restored.
When several of the performance patterns described below begin to appear, a problem may exist. As a supervisor, you should document these occurrences. Your observations will provide specific feedback during discussions with the employee. The problem may result from a variety of family concerns or from a form of substance abuse.
Behavioral Patterns of Declining Performance
Increased Absenteeism
Unexcused absences
Excessive disability
Repeated short absences
Improbable excuses for absences
Abnormally high number of absences for minor illnesses
Excessive tardiness
On-the-Job Absenteeism
Continued absences from desk or work
Increased number and length of coffee breaks, increasingly long lunches; increased number of trips to rest room
Physical illness on the job (headaches, stomach aches, etc.)
Complaints from co-workers
Concentration Problems
Greater effort to finish work
Jobs and projects take longer
Easily distracted
Confusion
Difficulty in recalling instructions and details
Increasing difficulty in handling and completing assignments
Difficulty in recalling own mistakes
Erratic Work Pattern
Extremes of high or low productivity
Extremes in quality of work
Having to put in extra hours to finish work
Lowered Job Efficiency
Missed deadlines
Increased number of errors
Wasted time and materials
Poor decision-making
Friction with Other Employees
Overreaction to real or imagined criticism
Wide swings in mood
Unreasonable resentments
Avoidance of associates
Irritability
Unusual Behavior
Temper tantrums
Physical violence
Emotional outbursts
High Accident Rate or Many Close Calls
What to Do
Here are some basic guidelines to be followed when handling and discussing a performance problem with an employee:
 Document declining performance.
 Tell the employee what you have observed, referring to your documentation. If you need help preparing for this interview, contact your Human Resource Office prior to meeting with the employee.
 Communicate as clearly as possible your view of the performance problem.
 Let the employee know the consequences of failure to resolve the performance issue.
 Don't speculate on the cause of the performance decline.
 Get the employee's view of the performance problem.
 Don't engage in any discussion with the employee about any personal problem that may be hampering the employee's performance. Focus only on work performance.
 Outline a path to correct the situation within the bounds of the work situation.
A Few Don'ts in Talking to Employees
 Don't apologize for bringing up performance deficiencies. As a supervisor, it's your right and responsibility to do so.
 Don't be a diagnostician. Your area of expertise is performance; don't try to diagnose your employee's problems.
 Don't moralize. Your employer places no stigma on personal problems.
 Don't get involved in a discussion about possible treatment.
By following these procedures, you contribute to improving your employee's performance and solving the problem.
If Performance Declines
If performance doesn't improve, hold additional performance discussions and document them. Remind the employee that he or she faces possible performance-based action unless the quality of work improves.
When Safety or Health Is Affected
If the behavior of an employee under your supervision affects his or her own safety or that of other employees, it is your responsibility to intervene. This should be done in close consultation with the Human Resource Office.
Taking Disciplinary Action
When you take action based on negative performance, follow the guidance furnished by your manager or Human Resource Office. The number of discussions you'll need before you take action will, of course, depend on the individual situation.
Barriers to Supervisory Referral of Employees (Good Intentions Gone Awry)
Occasionally a well-meaning supervisor fails to put into practice established guidelines for disciplinary actions, usually with the best of intentions. Below you'll find a few of the reasons for this gap between policy and practice—rationalizations we hope you'll avoid:
Betrayal of the Employee
Perhaps you feel that you're helping an employee by letting problems persist, and you'll hurt the employee by referring him or her to the Human Resource Office. Exactly the opposite is true.
Good Worker
You may feel that you should protect an employee who was a good worker. That employee should be referred to the HRO precisely because he or she was a good worker and no longer is.
Misguided Sense of Responsibility
You may feel it's your responsibility to handle and correct the problem yourself, that referral to the HRO is somehow an admission of failure as a supervisor. Your job is monitoring performance, not handling your employees' personal problems. You fail as a supervisor only if you don't make every effort to improve the morale and productivity that are being hurt by an employee with a performance problem.
Esprit de Corps
Maybe you'd like to keep problems within the unit—you may feel that "dirty linen shouldn't be aired." But in the same way that you'd seek professional help for an employee injured in an automobile accident, you should get proper help for the person who is "hurting" because of a personal problem.
Reluctance to Confront
It is not unusual for people to prefer to avoid confronting an unpleasant situation. An employee with a sensitive problem may be among the most difficult to deal with.
Fear of Losing Control
Some supervisors may fear losing control of their actions through anger during a stressful discussion.
Problems of Your Own
Perhaps you're reluctant to address an employee's problem because you have a comparable one. If so, who should know better than you the pain and stress the employee is experiencing—and how much he or she needs someone to talk to.
First Time Supervisors

What's the nicest way to give constructive feedback? You can't go wrong with these steps...
1. Always beg in with praise. Starting with praise puts both you and your employee at ease.
2. Describe the specific performance/behavior you have observed. If I say, “Lynn, you don’t respond well to feedback.” that doesn’t tell her much. But if I say, “I am concerned about the way you respond to my feedback. For example, last month when I spoke to you about your attendance, you became defensive and abruptly left my office. Yesterday, when we spoke about the same issue, you raised your voice and again walked out of my office.” Describing the situation helps the employee understand exactly what you mean and it helps them to accept the feedback as valid. Vague feedback may actually be more confusing than helpful.
3. Respond to the situation. It’s important for you to express your feelings about the performance or behavior so the employee knows exactly how you feel. You might say, for example, “I’m disappointed in you and I know you can do better.”
4. Invite your employee to respond. Giving constructive feedback must be a dialogue and it’s important for your employee to state her feelings just as you did. Ask, “What do you think about what I’ve said?” Getting the employee to respond makes the discussion more relevant and builds accountability for behavior or performance change.
5. Offer suggestions for performance improvement. Instead of giving a direct order, which employees tend not to like, offer a suggestion. You might say:
 “You might consider this.”
 “Do you think this would work?”
 “What do you think of this?”
 “Maybe if we were to phrase it this way it would be better.”
6. Summarize and express your support. You’ve covered a lot in steps 1 – 5. Now it’s a good idea to clarify your main points and the employee’s commitment. One suggestion is to say, “Lynn, what will be your first step?” After hearing and accepting her response, you could say, “I know you’ll do just fine. Let’s get back together in exactly 30 days to review your progress.”
These simple steps will position you to engage in interactive dialogue that is focused on results and maintaining the esteem of your employee. Use these steps the next time you give constructive feedback and you won’t feel guilty or cause resentment.
Tips for Motivating Call Center Employees
Supervisors can learn much about praise and motivation from the sports industry. Critical to the success of any sports or corporate team is praise. Here’s how coaches and fans motivate players and how you can motivate your team:

Cheer your team. Perhaps professional athletes would play simply for the money, but can you imagine a basketball game with no fans and no cheering? It wouldn’t be the same. The cheering of fans energizes athletes. Fans cheer to motivate, encourage and show support for their teams. Athletes, like your employees, are motivated by both money and praise. Never assume money alone is going to motivate and keep employees.

Praise progress, not just results. Football fans don’t wait until a touchdown to cheer. They cheer when their team moves the ball to first down and when the opposing team is stopped on third down. Many managers withhold praise until the goal is accomplished and some only give praise during an annual performance review.

Point out the positive, even when your team misses the mark. In an interview after a loss, coaches always state what their team did well, highlighting the effort and talent of their players. Coaches summarize things the team could have done better and quickly point out the strengths of the other team and they do this without slamming their team.

Here’s a creative idea you might want to try. One day I got my entire team involved in praise. I sent an email to the group and asked each employee to take a few moments to leave a note for a fellow employee stating why they appreciated them. The next morning I had 12 notes from employees thanking me! The notes kept coming throughout the day and every employee took the time to thank every one of their co-workers. The department buzzed with energy the entire day.

Everyday you should look for opportunities to praise your team. Take care of your employees and they will take care of your customers.

What CSRs Really Need To Stay Motivated and Productive
Here are some proven and affordable ways to motivate CSRs…
1. Reward perfect attendance. One of the biggest challenges facing call centers is attendance and punctuality. Many call centers use a “point” system to deter lackadaisical attitudes in attendance and to a large extent the point systems are effective. But have you thought about rewarding employees for good attendance. I worked with a small call center recently that eliminated the point system and instead offered bonuses for perfect attendance. At the end of a 30-day period, all employees who had perfect attendance (no late arrivals, no sick days, no late returns from break or lunch) were awarded P3000.00 bonus. Amazingly, employees who had habitual patterns of never showing up on time got it together to earn the bonus.
2. Paint a picture of excellent, mediocre and poor performance. Management should sit down with employees at the beginning of the year and describe what each level of performance looks like. For example, a manager could say to an employee: If you want to get a “5” in teamwork, here’s what it looks like; here’s what I expect. Here’s what it takes to get a “3” in this area, and here’s what you’ll have to do to get a “1” in this area. Of course, no one wants to be a “1” performer and most will aspire to be a “5”. Clearly describing what it takes to earn the “excellence” mark motivates employees to give you stellar performance – and makes it easier for them to achieve.
3. Leave bureaucratic/inflexible management styles at the door. Recent research on the toll that some management styles take on customer contact employees has found that bureaucratic/inflexible management styles create higher turnover and increased stress levels among customer contact employees.
4. Know what matters most to CSRs. Job factors that matter most to CSRs are (in order of importance): 1. Good wages, 2. Job security, 3. Promotion and growth in the company, 4. Good working conditions, 5. Work that keeps you interested, 6. Personal loyalty to employees, 7. Tactful disciplining, 8. Appreciation of work done, 9. Sympathetic help on personal problems, and 10. Feeling “in” on things. Try to create a work environment that supports their top needs and you’ll find that motivation and productivity will naturally outflow.

While money is the primary motivator for customer service professionals, it is not the only motivator. Look for creative ways to motivate your team by rewarding stellar performance and keeping them in the loop and make it easy for them to perform at the top of their game by setting clear performance expectations. They will reward you with hard work and loyalty.
Tips for being more organized
If you’re like most workers, 20% of your average workday is spent on "crucial" and "important" things, while 80% of your workday is spent on things that have "little value" or "no value". Perhaps the biggest roadblock to accomplishing the important tasks of our workday is disorganized. Because you have a business to run – and you simply cannot afford to spend 80% of your time on tasks of little value-

 Use one calendar. First of all, I should say USE a calendar. Though Post It® Notes are convenient, they cannot be a substitute for a calendar. Find a system that works for you. Do not confuse yourself trying to use a Day Timer and Outlook or a wall calendar and a pocket calendar. Find one system and use it exclusively.

 Dedicate one hour per week to planning and preparation. Time Management experts often quote this startling fact: One hour of planning will save 10 hours of doing. Take time at the beginning of your week to carefully plan your schedule and to-do lists and you will gain hours of time for more productive tasks.

 Touch paper only once. The average worker touches one piece of paper 4 – 6 times before taking any action. For example, I might open a letter but decide to read it later, so it goes in my in basket. Later when I’m looking for a lost document, I handle the unread letter again (as I shuffle papers in my in basket), I pick up the letter at some point to read it, but I’m interrupted, so it goes on my desk. As I’m shuffling papers on my desk, I touch the letter again…and again and again. Don’t waste time like this. There are only 4 things you can do with paper: dump it, delegate it, do it, or designate follow-up. Do one of these things each time you have a piece of paper in your hand. If it’s trash, throw it away now. If you need to review it 2 weeks from today, file it. Don’t simply stack paper that you’ll have to go through again and again.

 Hold meetings at odd times. Do you lose several minutes each day waiting for co-workers and employees to show up at meetings? Here’s a sure-fire tactic to get everyone there on time. Instead of beginning at 10:00 am, start the meeting at 10:03 or 9:57. People tend to remember the odd times and get there on time.

 Work with a clean desk. Studies have shown that a person working with a messy desk will spend, on average, one and a half hours per day either being distracted by things in their view or looking for things. That's seven and a half hours per week.

 Check your email hourly. While we often feel compelled to check our inbox each time a tiny envelope pops up on the screen, I urge you not to do that. Many people are interrupted by incoming emails dozens of times a day. Email tends creates its own sense of urgency, but most of the communications are not all that urgent. Consider checking your email once each hour, or even less frequently if that is feasible. Of course, if your job is to respond to customer emails, this tip should not be taken.

Implement just one of these easy tips and you will be amazed at how much more productive you can be!

HOW TO ADDRESS UNNACCEPTABLE EMPLOYEE PERFORMANCE
Moving from peer to boss
As supervisors, we often avoid opportunities to address unacceptable performance or behavior. Perhaps we fear our feedback will result in a difficult-to-handle response or harm relationships. The reality is, withholding constructive feedback will do more harm than good in the long run. Giving constructive feedback is easier and more effective when we are prepared. Following are 7 steps for addressing inappropriate behavior.

Here’s the scenario: Jessica has been tardy 3 days this week.

1. State the facts – Start off by stating the facts. Be concise and direct. You know you’ve stated the facts when no one can disagree with what you’ve said. The goal of this step is to get both parties on the same page and to set the tone for productive dialogue. “Jessica, you were 10 minutes late this morning. You were also a few minutes late on Friday and Monday.”


2. Interpret the facts, giving the benefit of the doubt – The other person may become defensive after you’ve stated the facts, after all, you’ve just pointed out a flaw in their performance or behavior and it is natural to take this personally or to become defensive. In this step, you want to bring down the wall of defensiveness by giving the person the benefit of the doubt. “I know your son just started kindergarten this week and I imagine the transition is affecting your schedule.”

3. State your feelings – The reason you’re addressing the issue is because you have some feeling about it. Honor yourself and get those feelings out. Simply identify and state your feelings. When you do, don’t justify or minimize the feeling(s) – just name it. “I’m disappointed in your recent tardiness. Your tardiness directly impacts our service levels which means customers have to hold longer and your co-workers have a difficult time handling calls.”

4. Validate the relationship – You’ve just authentically stated your feeling(s) regarding unacceptable performance. This may be a hard pill for your employee to swallow. Follow this up with a little sugar. Find something positive to say about your relationship and make it genuine. “You are one of my superstar employees! I’ve always appreciated the way you take initiative and anticipate customer’s needs.”

5. Say, “Help me understand.” – In steps 1 – 4 you are doing all of the talking. Now it’s time to turn this into a dialogue and get your employee’s feedback. Do this by simply saying, “Help me understand…” For example: “Help me understand why you’ve been coming in late.”

6. Request behavior change – Now you need to directly state what you need to have happen. “I have to have you here on time. Our customers need you here and your co-workers need you here.”

7. Ask, “What do you think of what I’ve asked of you?” – This is a dialogue and what your employee is thinking and feeling matters. Let them know this by asking for their input. “Do you think what I’m asking of you is reasonable?”

Managers using this method should not fear getting a difficult-to-handle response or harming the relationship. This method is direct, clear and maintains the esteem of your employees.
WHY QUALITY IS IMPORTANT?
Call centers are the human interface between the customer and the services delivered by a company. Service delivery must focus on quality of service to meet or exceed customer expectations as the call center is the part of your organization that impacts your customers’ opinions about your company or service.
Customer perceptions of a company are directly shaped by one-on-one interactions with the contact call center, impacting:
• Company Brand
• Overall Company Perception
• Customer Retention
• Future Revenue
The ability to capture and analyze service quality data is essential to providing quality service to your customers. Companies benefit by from this by having information available to them to be able to take steps to resolve potential problems and continuously improve customer service. At the agent level, this information helps develop skills and provide positive and constructive feedback on performance. Service quality data is crucial for the modern service organization

As contact with customers continues to change so is the expectation of customers calling service and support centers. This change has increased the importance of defining, evaluation measuring and delivering high quality service, while at the same time controlling operational costs. Organizations that make service quality a priority and successfully manage it, can create a differentiating lead over their competitors.

Call Center Monitoring
Not all enterprises implement call center monitoring, but a good system can provide you with user friendly graphs and guides so that you can analyze the recorded data to understand how effective your phone system is working for your company. Through the organization of the information, call monitoring provides you with feedback on whether or not your customers are being given proper attention and the correct information to solve their concerns.
Calls can be tracked from the time contact is made to the center, as well as their hold and completion time. Monitoring calls will not only measure phone representatives’ performance, but also your customer's satisfaction.
Keeping an archive of calls will not only track employee conversations to regulate customer service, but also could help you to resolve problems that go beyond the calls themselves. By distributing recordings of calls to other departments within your company, issues such as why more calls aren't ending in sales can be analyzed and then possibly rectified. Knowledge derived from past recordings can help to create better training programs which can result in improved employee/customer relations, and ultimately, increased revenue.

Impacts on Total Average Handle Times



Impacts on Turnover and Caller



9 Steps for Coaching Call Center Agents

1. Randomly record 2 –3 telephone calls. Random recording is important. Do not record 3 calls back to back or on the same day, as your employee may be having a bad day and this may be reflected in all of one afternoon’s calls, but is not necessarily reflective of their typical performance.

2. Review the calls and note strengths and opportunities. Before meeting with your employee, listen to the calls and note what they did well and identify 1 –2 opportunities for performance improvement.

3. Play one tape and let your employee listen. During the playing of the tape, you do not need to respond.

4. Have your employee respond to the tape. After the tape is played, ask your employee to respond. Most employees will be overly self-critical. Your employee will likely note many opportunities for improvement and struggle to articulate what they’ve done well.

5. Coach the call. Use the “sandwich” approach. Tell your employee what s/he did well, followed by constructive feedback, and then end with positive feedback. When offering constructive feedback, share only one opportunity for improvement. The employee has likely observed and stated several improvement opportunities so there is no need to bring these up again Try to mention one thin g the employee did not bring up and offer this as your constructive feedback.

6. Gain commitment for performance improvement. Ask the employee, “What specific steps will you take over the next 5 days to improve in this area?” Write down what the employee states and repeat it to her. Summarize the session by reiterating strengths and offering a vote of confidence that she can improve in the identified area.

7. Repeat steps 2 – 6 with a second and perhaps third tape if necessary. The point of numerous recording is that an employee may respond defensively stating that was just a “bad” call. If that is the response, you may choose to review a second or third tape.

8. Follow-up before the next agent coaching session. Check with your employee in between coaching sessions to keep the commitment top of mind. You can touch base with your employee via email or a personal conversation.

9. Discuss improvement in next coaching session. Before listening to calls in the next coaching session, ask your employee how she’s progressing toward the goal of the last session. Look for improvement on calls reviewed in this session.

This 9-step call center agent coaching model is simple, clear and it both praises employees and offers support for improvement opportunities.
When you follow this 9-step process, you will set clear performance expectations, coach effectively and consistently and at the same time you will be motivating your employees.
TEN STEPS FOR GIVING FEEDBACK
Step 1. Get to the point.
The purpose for this meeting is....
I asked you here to discuss.....
I want to spend some time discussing how you....
Step 2. State why you are having this conversation.
I have a concern about....
A problem has occurred in......
Step 3. Describe what you know.
I saw.....
When I was told, I looked into the issue by......
Step 4. Describe the consequences of the continued behavior.
If this continues, then .............
In looking at this situation as a customer would, it appears...
Step 5. Describe how you feel about what you know.
I am very concerned about.....
I do not think it is right that.....
I am upset that errors in the function keep occurring.....
Step 6. Encourage the other party to give their side of the story.
Now, that's what I know but what is your view....
Is that the way you saw it.....
OK, now what is your reaction?
Step 7. Ask as many questions as you need to understand the situation from the other person's perspective.
Well, how do you know that....
And then what happened ?
If you did that, then why did....
Step 8. Decide what specific actions must occur to remedy the situation, when these actions must be completed, and communicate that to the other party.
I believe you must....
In the next meeting, as Point 4 in the agenda, you will....
Step 9. Summarize the conversation.
Let’s recap, you will.....and I will......
Step 10. Follow up.
I will contact you next...............

The best way to coach call center agent calls

The call record method is, in my opinion, one of the best approaches to coaching agent phone calls and ensuring quality. Here’s a 9-step plan for effectively coaching call center agent phone calls:

1. Randomly record 2 –3 telephone calls. Random recording is important. Do not record 3 calls back to back or on the same day, as your employee may be having a bad day and this may be reflected in all of one afternoon’s calls, but is not necessarily reflective of their typical performance.

2. Review the calls and note strengths and opportunities. Before meeting with your employee, listen to the calls and note what they did well and identify 1 –2 opportunities for performance improvement.

3. Play one tape and let your employee listen. During the playing of the tape, you do not need to respond.

4. Have your employee respond to the tape. After the tape is played, ask your employee to respond. Most employees will be overly self-critical. Your employee will likely note many opportunities for improvement and struggle to articulate what they’ve done well.

5. Coach the call. Use the “sandwich” approach. Tell your employee what s/he did well, followed by constructive feedback, and then end with positive feedback. When offering constructive feedback, share only one opportunity for improvement. The employee has likely observed and stated several improvement opportunities so there is no need to bring these up again Try to mention one thin g the employee did not bring up and offer this as your constructive feedback.

6. Gain commitment for performance improvement. Ask the employee, “What specific steps will you take over the next 5 days to improve in this area?” Write down what the employee states and repeat it to her. Summarize the session by reiterating strengths and offering a vote of confidence that she can improve in the identified area.

7. Repeat steps 2 – 6 with a second and perhaps third tape if necessary. The point of numerous recording is that an employee may respond defensively stating that was just a “bad” call. If that is the response, you may choose to review a second or third tape.

8. Follow-up before the next agent coaching session. Check with your employee in between coaching sessions to keep the commitment top of mind. You can touch base with your employee via email or a personal conversation.

9. Discuss improvement in next coaching session. Before listening to calls in the next coaching session, ask your employee how she’s progressing toward the goal of the last session. Look for improvement on calls reviewed in this session.

This 9-step call center agent coaching model is simple, clear and it both praises employees and offers support for improvement opportunities.
When you follow this 9-step process, you will set clear performance expectations, coach effectively and consistently and at the same time you will be motivating your employees.

SAMPLE OF A MONITORING FORM

GREETING SKILLS
Uses Appropriate Greeting
Provides e-talk's specified opening to include 'e-talk', Analyst's name, and department.**** Thank you for calling e-talk's Customer Resource Center this is ----, may I have your site ID?
Obtain and/or Verify Customer Information
Obtains customer's name and Site Number where technical support is required
Follows direction of any Alerts pertaining to the customer site
Obtains or verify Person Information in Clientele.
Verify Product/Maintenance Agreement Information in Clientele.
Answers Courteously
Does not conduct side conversations prior to the greeting.
Pace - too fast sounds rushed, and too slow sounds disinterested, avoid extremes
Uses "please" and "thank you" when requesting and receiving information.
LISTENING SKILLS
Focuses on the Call
Does not conduct business or side conversations unrelated to the current customer.
Does not eat, drink or make unnecessary noise during the conversation.
Do not ask the customer to repeat an issue or a question, unless there is a misunderstanding, or an unclear point.
Do not repeat the same question multiple times.
Listens for and gathers pertinent information from the customer's comments.
Doesn’t Interrupt the Customer
Lets the customer finish comments before responding. Do not pre-determine what the customer will say.
If the customer strays from the subject, the Analyst may politely interrupt and steer them back on course
Exhibits Responsiveness toward the Customer
Acknowledges all relevant customer comments in a timely manner. (I.e. 3 to 5 seconds)
Dead air time should be minimal.
Answer questions completely and in a timely manner
Does not use patronizing or sarcastic comments.
Clarifies Customer Issue
Rephrases or paraphrases the issues back to customer.
Clarify customer issues before beginning trouble-shooting
Do not parrot customer
SPEAKING SKILLS
Uses Proper Grammar, Appropriate Terms and Expressions
Avoids repetitive or continual verbal pausing.
Uses varied responses to acknowledge customer comments.
Does not use slang, phrases common to geographical areas.
Does not use the word "problem" in reference to the customer's issue.
Uses a qualifying expression when unable to give the customer a positive answer.
Complete your answer with an explanation when appropriate. Do not over use one-word answers.
Does Not Use Profanity
Does not use profanity in any form with caller
Speaks Clearly and Audibly
Does not mumble or speak to self.
Pronounce each word clearly (without slurring).
Does not audibly breathe/sigh, avoids stuttering and stammering. (Non Medical Related)
Avoid extremes in volume and pace. Customer does not have to ask to repeat.
Is Expressive, Enthusiastic and Alert
Modulates pace, pitch, tone and inflection.
Sound “alive” and “animated” not routine, robotic or rehearsed
Express a “can do” attitude by using positive, active words
Does not use "up speak". (Sentences do not sound as though they are all questions.)
Proper Rate of Speaking
The body of the call should be neither too fast nor too slow.
Pace the conversation to match the customer’s ability to comprehend.
Set the speed at where the customer is comfortable communicating
CALL HANDLING SKILLS
Takes Ownership / Expresses Willingness to Help
Verbally expresses interest and desire to help the customer. (Has a ""can do"" attitude)
Uses words and phrases that indicate a partnership with the customer. (Let's, we etc.)
Attempts to resolve all customer issues
Does not place blame toward other companies or employees as way of an apology.
Verbally acknowledges all specific complaints.
If the issue cannot be resolved with the customer waiting, make arrangements to call the customer back at a convenient time. You MUST follow up and call the customer back at the agreed time
Prevents or Overcomes Resistance
Verbally express empathy for the customer’s issue. Empathy is emotional identification, compassion, understanding, insight and feeling.
Express sincerity through the tone of your voice.
Expresses optimism about resolving the customer's issue.
Verbally expresses the plan to resolve the customer's issue.
When all attempts have failed to satisfy the customer, follow escalation procedure
Portrays a Positive Company Image
Does not make a derogatory remark about company, employees, products or other companies
Be the customer’s advocate by assuring them that their issue is your issue.
Keep the conversation on a friendly, yet professional level.
ASSESSMENT AND ISSUE SOLVING SKILLS
Uses Effective and Tactful Probing
Gathers information without placing blame on the customer for the issue.
Were the right questions asked? Uses open-ended and closed-ended questions.
Gives clear and specific instructions, providing necessary details in terms the customer can understand.
Resolves Issue or Gives Alternatives
All attempts are made to resolve customer’s issue on the phone
Offers all appropriate alternatives; balance the customer’s needs with what is in the best interest of e-talk
Information is accurate with regards to policies, technical and non-technical information
Satisfaction Confirmed
Ensure the customer is satisfied with the resolution.
If the customer expresses hesitation that the issue is resolved, review the issue and outline the next steps to be taken.
If the customer expresses satisfaction, was satisfaction recorded using ROD?
PROCEDURAL REQUIREMENTS
Uses Hold Appropriately
Provides an explanation/instructions to the customer before placing on hold/transfer
Ask the customer if they can hold a 'moment', and wait for consent
Revisits customer, providing status and offering an apology for any excessive hold times.
Always thanks the customer for holding.
Use the Hold button, not Mute, to place the customer on hold.
Follows Procedures / Uses Tools Effectively
Creates a ticket for SE calls
Follows procedure for Request for SE on-site
Verifies contact's personal information (email address) and dial-in status.
Verifies customer's maintenance agreement before discussing any fees.
ROD performed for all Initial Response, Escalations, and Resolution
Follows procedure for all Hardware request (24 Hrs)
Was Escalation Path followed (documentation, timeline, and proper status)
CLOSING SKILLS
Summarizes the Call
Reiterates Action Plan and sets the expectation for follow-up and next contact.
Asked the customer if they have anything more to add to the Action Plan
Uses Appropriate Closing
Demonstrates appreciation to the customer for calling.
Closes with a professional statement. (Not 'okay', 'see you later', 'alrighty then' etc.)

QUALITY MONITORING SCORECARD

YES NO N/A Wgt
GREETING SKILLS
Uses Appropriate Greeting
Obtains and/or Verifies Customer Information
Answers Courteously
LISTENING SKILLS
Focuses on the Call
Doesn't Interrupt the Customer
Exhibits Responsiveness toward the Customer
Clarifies Customer Issue
SPEAKING SKILLS
Uses Proper Grammar, Appropriate Terms and Expressions
Does Not Use Profanity
Uses profanity in any form with caller
Speaks Clearly and Audibly
Is Expressive, Enthusiastic and Alert
Proper Rate of Speaking
CALL HANDLING SKILLS
Takes Ownership / Expresses Willingness to Help
Prevents or Overcomes Resistance
Portrays a Positive Company Image
ASSESSMENT AND ISSUE SOLVING SKILLS
Uses Effective and Tactful Probing
Resolves Issue or Gives Alternatives
Satisfaction Confirmed
PROCEDURAL REQUIREMENTS
Uses Hold Appropriately
Follows Procedures / Uses Tools Effectively
CLOSING SKILLS
Summarizes the Call
Uses Appropriate Closing
Good phone and customer service skills training
Here are 9 very important customer service tips for the telephone that you can easily use in a staff meeting.
1. Smile -You can actually hear a smile through the telephone. When you smile, you sound friendly, interested, and helpful. You also make the customer feel that your sole intent is to be of service and people really can tell the difference. So smile!
2. Tell the caller your name - Giving the caller your name demonstrates accountability and communicates a sincere desire to help. It also gives customers a reference should they need to call your company back.
3. Ask questions - You should ask questions for these reasons:
To gain information To focus the conversation To gain consensus when necessary To begin the call closure process
4. Paraphrase the caller's message - Paraphrasing is simply restating in your own words, what the customer has said. You will paraphrase to ensure you understand the customer's request/problem. The customer will clarify if you don't have all of the details.
5. Repeat the caller's name - Repeating the caller's name during a conversation helps you remember their name. Remembering names (and using names) shows you are genuinely interested in your customers and makes future dialogue or problem solving much easier because using names helps you create rapport.
6. Always tell the caller what you're going to do - We've all felt that helpless feeling when we've been put on hold indefinitely or transferred to 3 departments and still not be able to get through to the right person. When we do this to callers, we are telling them they have no choice and certainly no control over the situation. These feelings produce frustration and a negative impression of you and your company. One way to avoid this is to tell callers what you are going to do before you do it.
When transferring callers to another person, give customers the name of the person you are connecting them with. If you need to place callers on hold, tell them so and ask if that's acceptable. If you have to research the problem or speak with your manager, tell the caller exactly what you need to do.
7. Return calls promptly - Doing this helps you (and the company) quickly gain a reputation for being responsive and professional.
8. Give every caller your best - The caller on your phone is your most important priority, more important than calls in queue, more important than your to-do list, next meeting or anticipated break. Focus on the call and never make the customer feel that you are hurried or not interested.
9. Let the caller hang up first - It's polite to let your caller hang up first and in most cases, your caller will hang up within 2 - 4 seconds of the last spoken word. If we rush to disconnect, we may cut off a customer who had one more question or we can give the impression that we are in a hurry (which is interpreted as "we don't really care").
When you do these very simple things, you will create a great impression for the company and you'll find that handling difficult callers and high call volumes will be MUCH easier because your customers feel taken care of every step of the way.

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